Teachers want to encourage students in their learning but are often unsure of how to do this in a way that actually creates change. Too much feedback (the paper covered in red ink) overwhelms, and too little feedback (Great job!) gives no real information. What does the research say about quality feedback, how feedback can focus on different needs, and how to use feedback as formative assessment?
12. "The effects of feedback depend on the
nature of the feedback. Feedback can be the
information that drives the process or the
stumbling block that derails the process."
~ Susan Brookhart
13. Evaluative Feedback
• Tells learners how they
compare to others
• Provides a
judgment summarizing the
quality of the learning
• Is a direct result of
summative assessment
Descriptive Feedback
• Provides specific
information in the form of
written comments or
conversations
• Helps the learner
understand what he or she
needs to do to improve
• Is a crucial part of formative
assessment
14. Achievement Feedback
• Tells the student what was
done well
• Praises the work or process,
not the student
Intervention Feedback
• Tells the student what
needs improving
• Gives enough information
so the student knows what
to do next